Galvanic Cell Phase Heterogeneous To Survey And Teaching Research

The concept of primary battery is a key in senior chemistry teaching,and it is adifficulty. There is a big difficulty for students in the study and understanding of thisconcept, and there are often many alternative conceptions.Therefore, the author hope totest out the alternative conceptions in students learning primary battery concept, thenprovides specific teaching Suggestions, in order to help students to learn and understandthis concept more scientific and more efficient.Based on the literature review and construction of primary battery knowledge networkdiagram, the author work out the former test questionnaire about the alternativeconceptions of primary battery. Throuth statistical analysis of the former test questionnaire,the author work out the post test questionnaire about the alternative conceptions of primarybattery.Through contrast analysis on statistical results of the former and post questionnaire,The author find that, with the deepong of the study on chemistry knowledge, the alternativeconceptions on primary battery is changing:(1) with the deepening of the study, somealternative conceptions are made a good change,such as, the understanding aboutcomposition condition of the primary battery-closed loop circuit, the understanding aboutthe movement direction of cations and anions in electrolyte solution of the primary battery,the understanding about oxidation reaction and reduction reaction, etc.;(2) with thedeepening of the study, some alternative conceptions are made part of the change or not toproduce fundamental change, for instance, to the understanding of the electrolyteconductive conditions, the understanding of primary battery design principle——spontaneous redox reaction and releasing energy reaction, the understanding of specificelement compound knowledge on redox reaction, the judgment of electrode reactant andelectrode reaction phenomenon, etc.;(3) with the deepening of the study, students producesome new alternative conceptions, for instance, the understanding on the role of primarybattery electrode, the understanding of different electrolyte solution on the acid andalkaline influencing electrode reaction and end product form of electrode reaction, theconfusion of the primary battery and electrolytic cell knowledge of confusion, theunderstanding of the metal corrosion, etc.In the process of test, through the interviews and analysis, the auther conclude thelsources of the alternative conceptions in the primary battery study. On this basis, the autherput forward two suggestions for the teaching to change alternative conceptions onprimary battery concept: one is to admit that there are alternative conceptions in students,mind, and to diagnose the specific alternative conceptions effectively;another is to carry onthe effective transformation on the specific alternative conceptions.